Мамбетова
Гулжанат Ғинаятқызы
Батыс
Қазақстан облысы, Сырым ауданы, Жалпы білім беретін М.Қаналиев атындағы Алғабас
орта мектеп-балабақша кешенінің мұғалімі.
Reason
for using role play.
What are Games?
Competitive, governed by rules, goal defined, engaging in that they challenge
the participants and they have closure, or a time when they are finished.
Why Games?
Goal of language learning is Communication. Games provide realistic
communication opportunities. Motivating people are motivated to speak when
there is something at stake.
Who Plays Games?
Students of all ages enjoy games. At first it may look strange to play in
class, but students will truly enjoy playing educational games.
When Games?
Consider a weekly game, time or place them when and where they are appropriate
throughout the lesson.
Which Games?
So many games can be turned into learning experiences – all takes is a bit of
creativity. Here are a few ideas:
-
Vocabulary games garbage.
Each student will think of words can be limited to a specific category or
unlimited and write them on a piece of scratch paper and place it into a bag.
Students will be divided into two teams. Each team will have a turn to guess
as many words as possible by pulling a word strip out of the bag and saying
anything they can to get their team to say the word.
-
Catchphrase. Teacher will have a
stack of word cards with various words on them. Students will take turns going
back and forth trying to get their say the word on the card. Once their team
gets it, the pile of cards goes back to the opposing student. The pile goes
back and forth until there is no time left and then the one who is left with
the pile when the buzzer goes off is the loser and the other team gets a point.
-
Matching. Give students two pieces
of an idiom, proverb, sentence etc. Also one can add a picture to mixture as
well as two pieces of an idiom and a picture. Students will mingle and try to
find their match and then will sit down to discuss. A prize can be awarded to
the first pair who managed to find each other.
-
Balderdash can be played either
with vocabulary words or idioms. Students are given a word that they do not
know yet. Then they are asked to write down a definition that they think could
go with the word. Encourage students to write the definition in such a way that
it would make their classmates think that their definition is the correct one.
Teacher will write down the correct word on a card and mix it in with the
other students guesses. Teacher will read out each of the definitions loudly
once away. Students will listen for the second time and will choose the
definition that they think correct. Students will receive one point for
everyone who guesses their bluff and three points for the correct answer.
-
Salespeople. The class is being
divided into two groups buyers and sellers. Teacher will prepare a bag of
random objects that might be difficult to sell. Each seller will be given one
item that they must try to the buyers. The buyers must each buy at least one item
during the 10 minute time frame. Students will mingle around and the sellers
must convince the buyers to purchase their product for a price that they think
is reasonable. They will mark the price for which they sold the item on a piece
of paper and then continue selling until the time runs out. The one who made
the biggest profit at the end of the time wins.
-
Two truths and a lie.
Students can write three statements about themselves two that are true and one
that is a lie. Either in small groups or as the whole class, students can read
their three statements. Depending on time, other students can ask who read
their statements different questions to verify which the lie is. Students will
get one point for every lie that they guess correctly and a point for every
person that they stump on their own lie.
-
Mad discussion. Teachers write down
different objects /nouns on pieces of paper. Students will come up in pairs
from opposing teams and each draw a piece of paper. Students now has two
minutes to argue why their object is more important. Jury will award points to
the best team and then two more students will come forward and select new
objects.
Reasons for using role play:
1. Through
role play we can train our students in speaking skills in any situation. A very
wide variety of experience can be brought into the classroom through role
play. The range of functions and structures and the areas of vocabulary that
can be introduced go far beyond the limits of other pair or group activities
such as conversation, communication games, or humanistic exercises.
2. Role
play puts students in situations in which they are required to use and develop
those forms of language which are so necessary in oiling the works of social
relationships, but which are so often neglected by our language teaching
syllabuses. Many students believe that language is only to do with the
transformation of specific information from one person or another. They have
very little small talks, and in consequence often appear unnecessarily brusque
and abrupt. It is possible to build up these social skills from a very low
level through role play.
3. Some
people are learning English to prepare for specific roles in their lives:
people who are going to work or travel in an international context. It is
helpful for these students to have tried out and experimented with the language
they will require in the friendly and safe environment of a classroom. For
these students, role play is a useful dress rehearsal for real life. It enables
them not just acquire set phrases but to learn how interaction might take place
in a variety of situations.
4. Role
play helps many shy students by providing them with a mask. Some more reticent
members of a group may have a great deal of difficulty participating in
conversations about themselves, and in other activities based on their direct
experience. These students are liberated by role play as they no longer feel
that their own personality is implicated.
5. Perhaps
the most important reason for using role plays is fun. Once students understand
what is expected of them they thoroughly enjoy letting their imagination rip.
Although there does no appear to be any scientific evidence that enjoyment
automatically leads to better learning, most language teachers would probably
agree that in the case of the vast majority of normal people this is surely so.
Finally, role play is one of a whole gamut of communicative techniques which
develops fluency in language students which promotes interaction in classroom
and which increases motivation. Not only is peer teaching encouraged by it, but
also the sharing between teacher and student of the responsibility for the
learning process. Role play is perhaps the most flexible technique in the range
and teachers who have it at their fingertips are able to meet an infinite
variety of needs with suitable and effective role play exercises.
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